Document Type : Original Article
University of Otago, Languages & Cultures, New Zealand
University of Otago, Media, Film & Communication, New Zealand
This paper explores the implications of ChatGPT for language teaching through the lens of Paulo Freire's critical pedagogy. A review of recent research on ChatGPT reveals promising opportunities for personalised and interactive learning, but also risks of propagating cultural bias, plagiarism and passive learning. Freire's concepts of 'banking' versus empowering, dialogic education provide a relevant framework for analysis. While recognising the potential of ChatGPT, a Freirean perspective suggests that efforts are needed to ensure that its integration serves goals of equity, social justice and the development of critical consciousness, not just efficiency. Suggested strategies include developing students' AI literacy, co-creating localised learning scenarios, promoting learner agency, ensuring access, and establishing ethical guidelines. Guided by Freire's ideals, ChatGPT has the potential to play a transformative role in language education. This conceptual analysis enriches our understanding of the implications of AI for language pedagogy and suggests an ethical way forward.